Learning through teaching: A case study on the development of a mathematics teacher's proficiency in managing an inquiry-based classroom

Roza Leikin, Shelly Rota

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This study examined the development of a mathematics teacher's proficiency in managing whole-class discussion in the context of an inquiry-based classroom. We analysed three lessons taught with the same class by a teacher-researcher. The first and second lessons were 10 months apart, the second and third lessons were 6 months apart. For each of the three lessons the analysis was carried out at two levels: macro-level analysis was applied to the general organisation of the inquiry-based lesson and micro-level analysis was applied to both the teacher's structure of the discussion and to the quality of the discussion. Based on the two-level analysis we formulate criteria to define teacher proficiency and demonstrate the enhancement of proficiency through teaching.

    Original languageEnglish
    Pages (from-to)44-68
    Number of pages25
    JournalMathematics Education Research Journal
    Volume18
    Issue number3
    DOIs
    StatePublished - 2006

    ASJC Scopus subject areas

    • Mathematics (all)
    • Education

    Fingerprint

    Dive into the research topics of 'Learning through teaching: A case study on the development of a mathematics teacher's proficiency in managing an inquiry-based classroom'. Together they form a unique fingerprint.

    Cite this